Bellevue-UW Project Team COE-UW John Bransford Robert Abbott Philip Bell Hank Clark Leslie Herrenkohl Andrew Morozov Hiroki Oura Giovanna Scalone Andrew Shouse 1 Kari Shutt Carrie Tzou Nancy Vye Bellevue Schools Angie DiLoreto Laura Gaylord Allison Snow Amy Winstanley Dan Gallagher* * Now at Seattle Public Schools

Research Analysis of District Assessments P <.0005 P <.05 Choice and agency during inquiry were associated with- Van Horne, Shutt, Vye & Bransford - Enactment of Inquiry Processes to Support Student Participation in Authentic Science Practices

Researchers and practitioners needed to be receptive to and capable of engaging in a deep R&D partnership District staff had collaborative R&D stance with multiple projects underway; one district person was a UW alum Researchers had previously engaged in a range of similar efforts with groups of teachers and other districts Policy Implication: Need to build human capacity for this kind of partnership work—as an alternative to the research- to-practice model. We should incentivize partnership work and ask R+P teams to justify the work in terms of joint problem identification. Design Research Partnerships Principle: Partnership Stance & Capacity

This is a sustained, ‘project-focused’ collaboration between university researchers and district practitioners in its 7 th year. We actively manage it to be mutually-beneficial through shared governance (e.g., Co-PIs), institutional subcontracts, and detailed coordination of the work (e.g., around research goals & design / implementation strategies)—while leveraging and building team expertise Policy Implication: As intensive, soft money efforts, design research partnerships need sustained ‘project’ funding; networking opportunities with other similar efforts and interested networks would benefit & expand the work Design Research Partnerships Principle: Mutually-Beneficial Practices that Leverage Distributed Expertise

Within educational improvement efforts, the work is focused on identifying and working through local ‘problems of educational practice’ through iterative cycles of design, implementation & analysis (e.g., how does learner choice influence learning) Tools, approaches, and findings are broadly applicable but are locally constrained to fit the district context (culture, infrastructure, routines) Policy Implication: Focus more on how the resulting tools (as they travel) can be productively adapted to local use in a range of contexts—and less on demonstrating that specific approaches work in a given research study context Design Research Partnerships Principle: Continuous Improvement on Broad Issues within Local Circumstances

Collaborating Organizations  Exploratorium (Bronwyn Bevan, PI)  University of Washington Institute for Science + Math Education  Education Development Center, Inc.  TERC  University of Colorado, Boulder  Inverness Research Associates  SRI International Cyberlearning STEM Practices Formative Assessment Learning Across Settings Developing teacher- researcher partnerships to investigate problems of practice and develop useful instructional strategies and tools that can be shared broadly. Four Themes of Work Partnership for Science & Engineering Practices Seattle & Renton School Districts Photo by Institute for Systems Biology, June 2013

UW Institute for Science + Math Education Design-Based Implementation Research LIFE Science of Learning Center Or you can me… To Learn More…

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